MEMORANDUM January 15, 201 TO: Board Members … · 2016-01-14 · MEMORANDUM January 15, 2016 TO:...

MEMORANDUM January 15, 2016

TO: Board Members

FROM: Terry B. Grier, Ed.D. Superintendent of Schools

SUBJECT: CAREER AND TECHNICAL EDUCATION PROGRAM SUMMARY AND STUDENT PERFORMANCE OUTCOMES, 2014–2015

CONTACT: Carla Stevens, 713-556-6700

Attached is the 2014–2015 summative report on the Houston Independent School District’s

(HISD) Career and Technical Education (CTE) program. The mission of the HISD CTE program

is to empower students with the academic and technical skills needed to strengthen the

economic and social foundation of the city of Houston and beyond. The program’s goals and

objectives focus on preparing students for success in their field of interest following graduation.

The purpose of this summative report is to provide an overview of the initiatives of the CTE

program, academic results, and matriculation rates of CTE students in HISD.

Key findings include:

There was a 3.4 percent increase in CTE enrollment overall from the 2013–2014 school

year to the 2014–2015 school year. The number of CTE 2 and 3 students, who were

enrolled in a coherent sequence, was 20,905 in 2014–2015, a 46.5 percent increase

from the 2013–2014 school year. There was a 29.4 percent decrease in the number of

CTE 1 students, who were enrolled in CTE classes as electives, from 18,737 in 2013–

2014 to 13,232 in 2014–2015.

Following the same trend from 2014 STAAR EOC results, CTE students outperformed

non-CTE students on all 2015 STAAR EOC exams.

There was a 13.5 percent increase in the total number of CTE graduates, from 3,475

graduates in the spring of 2013 to 3,943 graduates in the spring of 2014.

The percentages of CTE students from the ninth-grade cohort graduating from high

school in a four-year period increased from 2013 to 2014 (90.1 percent for the class of

2013 to 91.5 percent for the class of 2014). These rates exceed the graduation rates of

the district as a whole.

Should you have any further questions, please contact Carla Stevens in Research and

Accountability at 713-556-6700.

TBG

Attachment

cc: Superintendent’s Direct Reports Michael Webster Chief School Officers Renée Zuelke

RESEARCHEducational Program Report

CAREER AND TECHNICAL EDUCATION PROGRAM SUMMARY AND STUDENT PERFORMANCE OUTCOMES

2014 – 2015

H o u s t o n I n d e p e n d e n t S c h o o l D i s t r i c t

2015 Board of Education

Rhonda Skillern-JonesPresident

Manuel Rodriguez, Jr.First Vice President

Wanda AdamsSecond Vice President

Paula HarrisSecretary

Juliet StipecheAssistant Secretary

Anna EastmanMichael L. LuncefordGreg MeyersHarvin C. Moore

Terry B. Grier, Ed.D.Superintendent of Schools

Carla StevensAssistant SuperintendentDepartment of Research and Accountability

Aysha Foster, Ph.D. Research Specialist

Venita Holmes, Dr.P.H. Research Manager

Houston Independent School DistrictHattie Mae White Educational Support Center4400 West 18th StreetHouston, Texas 77092-8501

www.HoustonISD.org

It is the policy of the Houston Independent School District not to discriminate on the basis of age, color, handicap or disability, ancestry, national origin, marital status, race, religion, sex, veteran status, political affi liation, sexual orientation, gender identity and/or gender expression in its educational or employment programs and activities.

HISD Research and Accountability _____________________________________________________________ 1

CAREER AND TECHNICAL EDUCATION

PROGRAM SUMMARY AND STUDENT PERFORMANCE OUTCOMES,

2014–2015

Executive Summary

The mission of the Houston Independent School District’s (HISD) Career and Technical Education (CTE)

program is to “empower students with the academic and technical skills needed to strengthen the economic

and social foundation of the city of Houston and beyond” (HISD CTE Mission Statement). The program’s

goals and objectives focus on preparing students for success in their field of interest following graduation.

The rigorous content was developed to assist students in acquiring knowledge and skills to apply to their

selected field of interest (emerging profession). The program provides opportunities for early career

application by allowing students to gain real world experience working with business collaborators and

community stakeholders. Students learn interviewing techniques, communication skills, and

portfolio/resume’ development. Students also receive mentorship and guidance from teachers and

business partners. To that end, this report will provide summative information pertaining to: CTE enrollment

trends, CTE program initiatives, STAAR End-of-Course 2015 performance of CTE students, and graduation

and dropout trends.

For this report, CTE and non-CTE classifications were derived from the Public Enrollment Information

Management System (PEIMS) for the respective years that data were presented. In PEIMS, CTE students

in grades nine through twelve are coded a “1”, “2” or “3”; whereas, non-CTE students are coded “0”.

Students may participate in CTE courses beginning in grade six and student CTE enrollment grade

classifications grades six through twelve were used to document enrollment trends. However, CTE student

accountability within PEIMS, which includes academic achievement, graduation, and dropout trends is

derived from students in grades nine through twelve based on student participation codes of “2” or “3”

(coherent sequence takers). CTE students with a participation code of “1” were not included as CTE

students for most comparisons, as these students are enrolled in CTE classes, but are not on a CTE plan

of study to complete a specific sequence of courses.

Highlights

There was a 3.4 percent increase in CTE enrollment overall from the 2013–2014 school year to the

2014–2015 school year. The number of CTE 2 and 3 students, who were enrolled in a coherent

sequence, was 20,905 in 2014–2015, a 46.5 percent increase from the 2013–2014 school year. There

was a 29.4 percent decrease in the number of CTE 1 students, who were enrolled in CTE classes as

electives, from 18,737 in 2013–2014 to 13,232 in 2014–2015.

The percentage of CTE students who met the Satisfactory standard on the 2015 Algebra I EOC was

7.5 percentage points higher than the percentage of non-CTE students who met the Satisfactory

standard (70.4 percent vs. 62.9 percent).

On the Biology EOC, the percentage of CTE students who met the Satisfactory standard exceeded the

percentage of non-CTE students who met the standard by 5.4 percentage points (87.5 percent vs. 82.1

percent).

The percentage of CTE students who met the Satisfactory standard on the 2015 English I EOC was

7.2 percentage points higher than non-CTE students who met Satisfactory standard (54.3 percent vs.

47.1).


CTE students who met the Satisfactory standard was 6.0 percentage points higher than non-CTE

students on the English II STAAR EOC (56.3 percent vs. 50.3 percent).

There was a 4.7 percentage-point difference between CTE students and non-CTE students who met

the Satisfactory standard on the U.S. History EOC (88.6 percent vs. 83.9 percent).

There was a 13.5 percent increase in the total number of CTE graduates, from 3,475 graduates in the

spring of 2013 to 3,943 graduates in the spring of 2014. The overall number of HISD graduates

decreased by 4.1 percent, from 9,487 to 9,099 for the corresponding period.

The percentages of CTE students from the ninth-grade cohort graduating from high school in a four-

year period increased from 2013 to 2014 (90.1 percent for the class of 2013 to 91.5 percent for the

class of 2014). The percentage of HISD students from the ninth-grade cohort graduating from high

school in a four-year period did not change for the corresponding period (78.6 percent).

In 2012–2013, the annual dropout rate of the CTE students was 1.9 percent and decreased to 1.6

percent in 2013–2014. The annual dropout rates for HISD students was 4.0 percent in 2012–2013,

which decreased to 3.9 percent in 2013–2014.

Recommendations

1. The HISD CTE program should continue to commit to a variety of programming and opportunities

for students to develop their career knowledge and skills. The diversity of course offerings available

for students encourages and motivates them to focus on their future career options.

2. CTE students had higher percentages in all subjects on STAAR EOC assessments. The HISD CTE

program should continue initiatives that motivate students to have a vested interest in education as

well as providing them with support to overcome academic challenges.

3. Based on the 2015 STAAR EOC results, the rate of CTE students meeting the Advanced standard

was lower than non-CTE students for English I, English II, and U.S. History. However, the amount

of students meeting the Advanced standard was higher in most subjects than the previous year.

CTE’s continued high expectations of student performance and supporting students who may be

able to reach higher standards of performance is important.

Administrative Response

The Career Readiness Department has reviewed the 2014–2015 Career and Technical Education (CTE)

Program Evaluation. The report describes and evaluates specific trends within the district’s CTE program.

We are pleased to see that CTE students enrolled in a coherent sequence of courses continue to outperform

non-CTE students on STAAR EOC. Additionally, coherent sequence CTE students continue to graduate

from high school at a higher rate and show lower dropout rates than non-CTE students. The outperformance

of students enrolled in a coherent sequence of CTE courses compared with the performance of non-CTE

students is a consistent trend in all assessments (TAKS and STAAR EOC), as well as in graduation and

dropout rates as far back as 2007. Consistent with the recent state legislation (HB 5 in 2013-2014) regarding

the Foundation High School Program and the availability of Endorsement options for students entering high

school in 2014-2015, more students are participating as CTE coherent sequence takers (participation code

“2”) rather than non-CTE students (participation code “1”).

The department continues to review CTE programs across the district with a goal of increasing enrollment

in CTE programs and work-based learning opportunities for students. Additionally, the department annually

reviews CTE programming across the district to ensure the development of high school CTE programs


aligned with the following criteria: local labor market; demand for career field; proximity to potential local

industry partners; proximity to neighboring schools to avoid redundancy; current school magnet program

theme; availability of industry certification or postsecondary opportunities; possibility of school-based

enterprise; relevant student organizations; capacity of school facility to engage in specific programs;

adequate student enrollment to support programs; and student interest.


Introduction The Career and Technical Education program (CTE) in the Houston Independent School District (HISD)

empowers students to compete in a global society through rigorous coursework relative to their career goals

(Appendix A, page 16 lists the course concentrations and related courses.) The CTE curriculum is aligned

with the state required Texas Essential Knowledge and Skills (TEKS) for Career and Technical Education,

Chapter 130 and the TEKS for Career Development, Chapter 127 for High Schools. The program provides

students with two paths to earn college credit: (1) Dual credit courses that allow students to earn both high

school and college credit-hours simultaneously; and (2) Advanced Technical Credit courses that may be

accepted for college-course credit after the student has enrolled at a participating college. Students who

enroll in courses that combine college preparation with technical skills acquired in a coherent sequence of

career and technology courses are labeled with CTE code 2 or 3. Students graduate with marketable skills

to apply to careers related to their concentration. The HISD CTE program will be consolidating requirements

for tracks 2 and 3 into one coded track, 2 in 2016–2017. The Texas Education Agency (TEA) has identified

the following career concentrations that are implemented across the district:

Agriculture, Food & Natural Resources

Architecture & Construction

Arts/AV Production & Communications

Business, Management and Administration

Education and Training

Finance

Government and Public Administration

Health Science

Hospitality and Tourism

Human Services

Information Technology

Law, Public Safety, Corrections and Security

Manufacturing

Marketing, Sales and Service

Science, Technology, Engineering and Mathematics

Transportation, Distribution and Logistics

Methods

Data Collection

Descriptive data, including student demographics and longitudinal enrollment figures in the CTE

program, were obtained from the Public Education Information Management System (PEIMS). Within

the program students were assigned a CTE code that indicated their level of enrollment in CTE courses.

Students who took one or more CTE course as electives were coded “1”; students enrolled in CTE

courses as part of a coherent sequential plan of study were assigned a code of “2” or “3” (See Appendix

B, page 17 and 18). Enrollment numbers were collected based on total CTE participation as well as

by code participation. The sample in this evaluation included students who attended HISD schools in

2014–2015, were identified as CTE students, and who had an Average Daily Attendance (ADA)

eligibility classification other than ‘0’— enrolled, no membership. The HISD student assessment


databases were used to obtain CTE students’ test data for the State of Texas Assessments of

Academic Readiness (STAAR) End-of-Course (EOC). HISD demographic data reflect students who

are eligible to participate in CTE courses (grades 6–12). This information is grouped by CTE codes 1,

2, and 3 combined.

The STAAR is a state-mandated, criterion-referenced assessment used to measure student

achievement. For this report, the STAAR results include End-of-Course (EOC) assessments in English

language arts (English I and English II), mathematics (Algebra I), science (Biology), and social studies

(U.S. History). Descriptive statistics included frequencies and percentages of students who met Level

II, phase-in I Satisfactory and Advanced standards on the spring 2014 and spring 2015 EOC exams for

ninth through twelfth-graders. STAAR results for CTE 2 and 3 coded students were combined to create

the CTE student group, and the results for CTE 0 and 1 coded students were combined to create the

non-CTE student group. The performance standards set for the STAAR end-of-course assessments

are as follows:

Level I: Unsatisfactory Academic Performance – students are inadequately

prepared for the following course.

Level II: Satisfactory Academic Performance – students are sufficiently prepared

for the next course.

Level III: Advanced Academic Performance – students are well prepared for the

following course.

CTE and HISD annual dropout and longitudinal graduation rates were obtained from the Texas

Education Agency (2015) Accountability Completion, Graduation, and Dropout Summary reports

(reports dated: June 4, 2015). CTE student data include students coded as CTE 2 and CTE 3

combined1. The data reflect matriculation trends for HISD students in grades nine through twelve. The

CTE matriculation data are based on the federal definitions without exclusions.

What were the demographic characteristics of students enrolled in the CTE program over the past

five years, 2010–2015?

Figure 1 presents six-year enrollment data by CTE program codes for 2009–2010 through 2014–2015.

CTE student enrollment by program code can also be found in Appendix C, Table 1, page 19.

As seen in Figure 1, the enrollment for all CTE students was 34,137 in 2014–2015. This was a 3.4

percent increase in enrollment from the 2013–2014 school year. The number of CTE 2 (coherent

sequence) and 3 (tech prep) students was 20,905 in 2014–2015, a 46.5 percent increase from the

2013–2014 school year. Conversely, there was a 29.4 percent decrease in the number of CTE 1

students from 18,737 in 2013–2014 to 13,232 in 2014–2015.

1 TEA Performance-Based Monitoring Analysis System Manual, 2014 (page 35)


Figure 1. Enrollment Trends by CTE Code, 2009–2010 through 2014–2015

Enrollment by demographic information for CTE students (CTE codes 1, 2, and 3 combined) and all HISD

students in eligible CTE grades (6th through 12th) are shown in Figure 2. Appendix C, Table 2, page 20,

includes demographic data trends for two years.

The ratio of female to male students enrolled in CTE program/classes (49:51) is approximately the

same as HISD students (49:51) as displayed on Figure 2.

There was a slightly higher percentage of Hispanics and African-Americans enrolled in CTE programs

compared to the percentage in the district. A slightly lower proportion of Asian students were enrolled

in CTE programs compared to their distribution in the overall district enrollment. White students

represented six percent of the CTE program, while they made up ten percent of the district enrollment

in grades six through twelve.

The 2014–2015 CTE enrollment had a greater percentage of students who are economically

disadvantaged and at-risk compared to the district.

Two-year trends displayed in Table 2 (Appendix C, page 20) revealed that the percentage of CTE and

HISD students coded as economically disadvantaged in grades six through twelve decreased from

2013–2014 to 2014–2015. Students within the district receiving special education services decreased

by 0.5 percentage points, from 9.7 percent in 2013–2014 to 9.2 percent in 2014–2015. Similar trends

were seen among CTE students where there was a 0.7 percentage point decrease in the percentage

of students receiving special education services (8.3 percent to 7.6 percent).

The percent of sixth through twelfth grade students within the district who received English language

services/accommodations, English Language Learners (ELL), increased in 2014–2015 (13.9 percent

to 14.9 percent). However, the percent of ELL students in the CTE program decreased from 15.7

percent in 2013–2014 to 10.7 percent in 2014–2015.

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Figure 2. Percentage of CTE Students and All HISD 6th–12th Grade Students by Demographic Group, 2014–2015

What were key CTE program initiatives implemented in HISD during the 20142015 academic year?

Under the umbrella of the Career Readiness department, HISD provided career awareness, exploration,

and technical education experiences to students in the 2014–2015 school year. Some key initiatives

included: Broadening Work-Based Learning Opportunities through Business Partnerships, Providing

Career Awareness to Elementary Students, Increasing Career Exploration Experiences for Middle School

Students, Providing Print and Online Resources for Students and their Families, and Providing Additional

Dual Credit Options for High School Students. In addition to key initiatives, the CTE department offered a

variety of programs from which students could select a career pathway of study. Career pathways guide

students in course selection regardless of their abilities, talents, or desired levels of education. By taking

CTE courses, students are given opportunities to participate in hands-on training within their career pathway

of interest. As such, HISD students engaged in opportunities to explore career options and prepare for

work and/or post-secondary education. The initiatives ensure that all CTE students develop career

awareness within their selected course of study, as well as receive exposure to professional experiences

to develop mastery, confidence, and leadership skills. The following provides additional detail regarding

key initiatives in CTE:

Broadening Work-Based Learning Opportunities through Business Partnerships:

Business partnerships provide students with enriching learning experiences, including one-on-one

mentoring and real-world work opportunities. CTE students participate in field trips, site visits, and

internships at local business. These businesses recognize the need to expose local students to various

aspects of the world of work and the importance of on-the-job training experiences. Some of HISD business

partners include Vaughn Construction, S&B Engineers, Lone Star College, Walmart, CVS Pharmacy,

Exxon, Houston Community College, and Kroger. Local industry and business affiliates such as Mustang

CAT, Kroger, Baker Hughes, and International Trucks of Houston have partnered with district high schools

to provide support such as paid and unpaid internships for students, classroom speakers, facility tours,

teacher externships, and financial and human capital assistance for the annual CTE When I Grow Up

Career EXPO.

Within CTE, students gain valuable insight and hands-on career experiences through internships and job

shadowing. Students are placed in work-based settings in order to acquire knowledge and skills within real

work environments. HISD has developed partnerships with various organizations and companies that

provide students with on-the-job training experiences. For example, CTE students served as interns at

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Texas Children’s Hospital and Methodist Hospital throughout the school year. Several students attending

the High School for Law and Justice participated in job shadowing experiences at the Houston Emergency

Center.

Providing Career Awareness to Elementary Students:

HISD elementary school students are exposed to career exploration presentations to increase career

awareness and peak interest in various careers within the local labor market. The Career Cowboy provides

students with interactive, music-filled demonstrations with information about various professions. Students

also participate in activity stations and hands-on demonstrations that help them begin to develop links

between skills, interests, and career choices. In 2014-2015, the Career Cowboy visited 81 Elementary

Schools and engaged 14,124 students in a mobile learning unit, the Ready Wagon (a converted school bus

filled with hands-on interactive stations in career exploration).

Increasing Career Exploration Experiences for Middle School Students:

In 2013-2014, HISD increased middle school enrollment to 2,026 in the hybrid Exploring Careers Principles

of Information Technology or Concept of Engineering course. The course is designed to provide high school

level credit in IT or Engineering while at the same time providing a specific curriculum that allows students

to explore their own interests and aptitude as related to careers. Students can then make informed

decisions about their high school and endorsement choices.

Providing Print and Online Resources for Students and their Families:

In 2014–2015, the Career Readiness Department retooled online and print materials to better inform and

equip students, parents, teachers, and business partners about Career Education from grades PK-12. Key

to this reform included a web presence that is audience driven and targeted using three key functions:

PLAN (Students and Families), PREPARE (Teachers), and Partner (Businesses). The site can be visited

at the following link: http://www.hisdcareerreadiness.org. Additionally, the department developed a booklet

to outline key programs at all high school campuses which can be found here:

http://www.hisdcareerreadiness.org/wp-content/uploads/2015/06/Career-Booklet-Final.pdf.

When I Grow Up Career EXPO

During the 2014–2015 school year, the department held the third annual When I Grow Up Career EXPO to

allow area students to explore career options and develop an awareness of the opportunities available to

them. The event included hands-on demonstrations, interactive presentations, and competitions. This

event was open to K-12 students, parents, and industry partners and showcased the accomplishments of

CTE students as well as promoted the CTE program to HISD students, parents, and community members.

Over 90 businesses and approximately 5,000 people attended.

College Credit for CTE Students

During the 2014-2015 school year, there were two different kinds of courses that CTE students enrolled in

to earn college credit; dual credit courses and Advanced Technical Credit (ATC) courses. Students enrolled

in these courses were taught and graded in the same manner as college students who take the courses.

Credits from these courses counted toward the Distinguished Achievement Program (DAP) graduation

plan, when students earned a grade of “B” or better. All courses were open to eleventh and twelfth-grade

students and were provided at no charge.

Dual credit courses allow students to earn both high school and college credit hours simultaneously and

they are developed and taught by college-approved instructors. No prerequisite classes are required to

enroll in these courses. Advanced technical credit (ATC) courses are developed at the state level and are


taught by local high-school teachers who receive specialized training. College credit for ATC courses are

awarded once students enroll in a participating college or university. The ATC program provides an

opportunity for students to receive credit at participating community colleges across Texas for taking certain

enhanced technical courses during high school. ATC courses are only offered in technical or workforce

areas. The course teachers must meet the ATC teacher requirements, go through ATC training, and teach

the high school course so that it meets the content of the equivalent college course.

Dual Credit and Advanced Technical Credit opportunities are offered on many high school campuses as

well as at the nine campuses that offer a Futures Academy. In collaboration with Houston Community

College, students in a Futures Academy are able to earn an associate’s degree or nationally recognized

industry certifications in high-demand technical fields.

Career and Technology Student Organizations (CTSO)

CTE students are encouraged to join student organizations that are directly related to their selected career

pathway. These organizations offer students opportunities to develop leadership and teamwork skills that

help prepare them for the workforce and/or for postsecondary education and training. HISD has developed

several partnerships with local, regional, and national professional organizations to allow school-level

student organizations to participate fully in related activities and to benefit from their professional

memberships. Some of these organizations include the Business Professionals of America (BPA), Future

Business Leaders of America (FBLA), Family, Career and Community Leaders of America (FCCLA), Health

Occupations Students of America (HOSA), SkillsUSA, and the Technology Student Association (TSA).

What were the academic performance results of students enrolled in the CTE program compared to

HISD students districtwide over the past two school years, 2013–2014 and 2014–2015?

The STAAR End-of-Course (EOC) results of ninth through twelfth grade CTE students (code 2 and 3

combined) compared to non-CTE ninth through twelfth grade students (Code 0 and 1 combined) in the

district are presented in Figure 3. CTE codes 2 and 3 represent students who are on track to earn a CTE

certification or license based on their CTE curriculum sequence. The STAAR EOC measures academic

performance in Algebra I, Biology, English I, English II, and U.S. History. The percentage of students who

met the Satisfactory Phase-in 1 standard on the 2015 STAAR EOC assessments by CTE status and subject

are shown. Following the same trend from 2014 STAAR EOC results, CTE students outperformed non-

CTE students on all 2015 STAAR EOC exams (Figure 3; Appendix C, Tables 3a and 3b, page 21).

The percentage of CTE students who met the Satisfactory standard on the 2015 Algebra I EOC was

7.5 percentage points higher than the percentage of non-CTE students who met the Satisfactory

standard (70.4 percent vs. 62.9 percent).

On the Biology EOC, the percentage of CTE students who met the Satisfactory standard exceeded the

percentage of non-CTE students who met the standard by 5.4 percentage points (87.5 percent vs. 82.1

percent).

The percentage of CTE students who met the Satisfactory standard on the 2015 English I EOC was

7.2 percentage points higher than non-CTE students who met Satisfactory standard (54.3 percent vs.

47.1).

CTE students who met the Satisfactory standard was 6.0 percentage points higher than non-CTE

students on the English II STAAR EOC (56.3 percent vs. 50.3 percent).


There was a 4.7 percentage-point difference between CTE students and non-CTE students who met

the Satisfactory standard on the U.S. History EOC (88.6 percent vs. 83.9 percent).

When examining the performance of the students meeting the Advanced standard on the EOC

assessments in 2015, the percentages of CTE students who met the Advanced standard was similar

to non-CTE students on the Algebra I, Biology, and English I STAAR EOC. The largest difference

between the CTE and non-CTE students who met the Advanced standard was in English II and U.S.

History. CTE students were 1.6 percentage points lower than non-CTE students in English II and 3.6

percentage points lower in U.S. History. When considering EOC performance on comparable

assessments in 2014, a higher percentage of CTE students met the Advanced standard in 2015 than

they did the previous year in all subjects, with the exception of English II where there was a small

decrease (<1 percentage point) (Appendix C, Tables 3a and 3b, page 21).

Figure 3. Percent Met Satisfactory Standard for CTE and Non-CTE Students on EOC Exams,

Spring 2015

Figure 4 displays a two-year comparative performance trend between the CTE and non-CTE students on

the Algebra I, Biology, English I, English II, and U.S. History STAAR EOC exams (Appendix C, Tables 3a

and 3b, page 21).

Students in the CTE program consistently performed better than non-CTE students in both 2013–2014

and 2014–2015 on STAAR EOC assessment subjects.

The percentage of CTE students who met the Satisfactory Phase-in 1 standard decreased between

2013–2014 and 2014–2015 in all subjects on the STAAR EOC. Non-CTE students showed the same

trend.

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Figure 4. Percent Met Satisfactory for CTE and Non-CTE Students on the EOC Exams, Spring 2014 and Spring 2015

What were the graduation and annual dropout rates for students enrolled in the CTE program

compared to HISD students districtwide over the past two years, 2012–2013 to 2014–2015?

The graduation counts for twelfth-grade students coded as CTE (codes 2 and 3 combined) from 2012–2013

to 2013–2014 (the most current year available) are presented in Figure 5. Graduation rates for the 2014–

2015 school year will be available in 2015–2016. Students who enrolled in CTE courses as a general

elective and who were coded as CTE 1 are not included, as these students are enrolled in CTE classes,

but are not on a CTE plan to complete the CTE program.

There was a 13.5 percent increase in the total number of CTE graduates, from 3,475 graduates in the

spring of 2013 to 3,943 graduates in the spring of 2014. For the corresponding period, the number of

HISD graduates decreased by 4.1 percent, from 9,487 to 9,099.

Figure 5. Number of CTE and HISD Graduates, Spring 2013 and Spring 2014

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Twelfth-grade students earn one of three diploma distinctions based on the level and quantity of credits

acquired during high school. These four diploma types are Completion of Individualized Education Plan

(IEP), Regular/Minimum, Recommended, Distinguished Achievement, and Transitional/Foundational High

School Program (Appendix C, Table 4, page 22).

The majority of CTE students (80.3 percent) graduated earning the Recommended diploma distinction

In the spring of 2014. This was 0.6 percentage points higher than the percentage for CTE students who

graduated with the Recommended distinction in spring 2013 (79.7 percent). A higher percentage of

CTE students earned a Recommended diploma in both 2013 and 2014 compared to the district

(Appendix C, Table 4, page 22).

The percentage of CTE students who graduated with a Distinguished Achievement distinction

decreased between the class of 2013 and the class of 2014 (5.9 percent vs. 4.6 percent), while the

district percentage of students graduating with Distinguished Achievement distinction increased

between the class of 2013 and the class of 2014 (6.7 percent to 8.1 percent).

Longitudinal Graduation Rates

The longitudinal graduation rate represents the percentage of students from a class of first-time ninth

graders who complete their high school education by their anticipated graduation date (Texas Education

Agency, 2015). Figure 6 displays the four-year longitudinal graduation rates for CTE (codes 2 and 3

combined) and all HISD students for the 2013 and 2014 graduating classes.

The percentages of CTE students from the ninth-grade cohort graduating from high school in a four-

year period increased from 2013 to 2014 (90.1 percent for the class of 2013 to 91.5 percent for the

class of 2014). The percentage of HISD students from the ninth-grade cohort graduating from high

school in a four-year period did not change from 2013 to 2014 (78.6 percent). For each year displayed,

the percentage of CTE students graduating from high school in the four-year period was at least 11.5

percentage points higher than that of the district.

Figure 6. CTE and HISD Longitudinal Graduation Rates Based on Ninth Grade Cohorts, Class of 2013 and Class of 2014 (Federal Rates with no Exclusions)

Source: TEA Performance-Based Monitoring Analysis System Report (PBMAS), 2015

90.1

78.6

91.5

78.6

70

75

80

85

90

95

CTE HISD

Gra

duation R

ate


Annual Dropout Rates

Figure 7 shows the annual dropout rates2 (grades 9 through 12) for CTE (codes 2 and 3 combined) and

HISD students for the 2012–2013 and 2013–2014 school years.

In 2012–2013, the annual dropout rate of the CTE students was 1.9 percent and decreased to 1.6

percent in 2013–2014. The annual dropout rates for HISD students was 4.0 percent in 2012–2013 and

decreased to 3.9 percent in 2013–2014.

Figure 7. CTE (2 and 3 combined) and HISD Annual Dropout Rates, Grades 9 through 12, 2012–2013 and 2013–2014

Source: TEA Performance-Based Monitoring Analysis System Report (PBMAS), 2015

Discussion

The HISD CTE program offers career concentration courses and career pathways in which students are

equipped with the academic and technical skills required to successfully enter the workforce and

postsecondary education after high-school graduation. Many CTE students earn certifications and/or

licensures as evidence of skill mastery in selected career concentrations. Participation in CTE student

organizations fosters the development of leadership skills, while exposure to mentors and business partners

provides guidance and practical experiences. In general, CTE students were found to outperform their non-

CTE counterparts on the STAAR EOC exams. Although a lower percentage of CTE students met the

Advanced standard on the English I, English II, and U.S. History STAAR EOC assessments compared to

non-CTE, larger percentages of ninth through twelfth-grade CTE students enrolled in career pathway

courses met the Satisfactory standard in all subjects in 2015. The HISD CTE program did not show year-

to-year gains, with a lower percentage of students meeting Satisfactory standards in 2015 compared to the

previous year for all subjects. This trend, however, was the same for non-CTE students in the district. In

addition, students enrolled in CTE programs had higher 4-year graduation rates and lower annual dropout

rates compared to the district’s overall rates for the same period. The higher performance by CTE students

2 The annual dropout rate is the number of students that dropped out of school in grades nine through twelve in a

particular school year divided by the number of students enrolled in that particular school year. Only students with PEIMS CTE status codes 2 (coherent sequence) or 3 (tech prep) are included in the calculation of this indicator.

1.9

4.0

1.6

3.9

0

1

2

3

4

5

CTE HISD

Annual D

ropout

Rate


supports the belief that involvement in the CTE program can be academically-beneficial for students

(Castellano, Sundell, Overman, and Aliaga, 2012).

The CTE program aligns with the districts mission to produce Global graduates who are ready for the world

— possessing the characteristics they need to be successful in college and to compete in today’s global

workforce. CTE must continue to commit to a variety of programming and opportunities for students to

develop their career knowledge and skills. CTE’s continued high expectations of student performance and

supporting students who may be able to reach higher standards of performance is important. Considering

the higher graduation rates and lower annual dropout rates of CTE students, efforts should be made to

increase the enrollment of ninth and tenth-grade students in a coherent sequence (CTE 2) of courses. Early

career interest and enrollment in the CTE program may help students develop a stronger connection to

school and career-oriented activities such that graduation becomes a more realistic and attainable goal.


References

Castellano, M., Sundell, K., Overman, L. & Aliaga, O. (2012). Do career and technical education programs

of study improve student achievement? Preliminary analyses from a rigorous longitudinal study.

International Journal of Educational Reform, 21, 98-118.

Houston Independent School District. (2014). Career and Technical Education Program. Retrieved from,

http://www.houstonisd.org/portal/site/CareerTech.

Texas State Plan for Career and Technical Education, 2008–2013. (2007). Retrieved from,

ritter.tea.state.tx.us/cte/Accountability/StatePlanFinal111607.pdf.

Wheatley Earns National Certification in “Project Lead the Way” Program. (March 31, 2010). Retrieved

from, archived news at http://houstonisd.org.

Texas Education Agency (2015) Performance-Based Monitoring Analysis System (PBMAS) District Reports. Retrieved from, https://rptsvr1.tea.texas.gov/pbm/distrpts.html

Texas Education Agency (2014). Performance-Based Monitoring Analysis System (PBMAS) Manual, 2014. Retrieved from, http://www.tea.state.tx.us/pbm/PBMASManuals.aspx

Texas Education Agency (2014). Public Education Information management System (PEIMS) Data Standards – Career and Technical Education Indicator Codes Retrieved from, http://ritter.tea.state.tx.us/peims/standards/weds/index.html


APPENDIX A Career Concentrations and Related Courses*, 2014–2015

*Complete listing of courses can be found at http://www.houstonisd.org/portal/site/CareerTech

Career Concentration Sample of Related Courses

Agriculture, Food & Natural Resources

Animal Science Horticulture Science and Resource Management

Architecture & Construction

Structural Design and Engineering Building Maintenance Construction Technology Plumbing HVAC Electrical Technology

Arts/AV Production & Communications

Printing and Imaging Audio/Video Production

Business, Management and Administration

Human Resources Business Management

Education and Training

Educator Preparation

Finance

Accounting Banking and Securities

Government and Public Administration

Health Science

Health Science Technology Biomedical Technology

Hospitality and Tourism

Culinary Arts Hotel and Restaurant Management

Human Services

Cosmetology

Information Technology

Computer Maintenance Computer Programming Digital Media and Web Technologies Geographic Information Systems Telecommunications and Networking

Law, Public Safety, Corrections and Security

Court Systems Firefighter Forensic Science Law Enforcement and Corrections

Manufacturing

Precision Metal Manufacturing Welding Engineering

Marketing, Sales and Service

Retail Management

Science, Technology, Engineering and Mathematics

Robotics Engineering Biotechnology

Transportation, Distribution and Logistics

Automotive Technology Logistics and Global Supply Aviation Technology Maritime Technology


Appendix B

*PEIMS 2014–2015 Data Standards – Career and Technical Education Indicator Codes

Code Translation

When assigning the Career and Technical Indicator Code, include enrollment in all Career and Technical Education (CTE) courses, regardless of course funding weight

0 Not Enrolled In A CTE Course

1 Enrolled In A CTE Course A student in grades 6-8 who is taking a CTE course as of the fall snapshot date or completed a CTE course by the end of the school year.

A student in grades 9-12 who is taking a CTE course as of the fall snapshot date or completed a CTE course by the end of the school year, and the student’s 4-year plan of study does not outline a coherent sequence of courses in CTE

The following codes are for students who on the fall snapshot date: (a) have a 4-year

plan to take a coherent sequence (2 or more CTE courses for 3 or more credits) of

courses in CTE, and (b) are enrolled in or have completed a semester of CTE

course(s), which are part of their CTE coherent sequence of courses. If a student’s 4-

year plan changes, then the student could go from a code 2 or 3 to a 0 or 1 in a

subsequent school year

2 Participant In A Coherent Sequence Of Courses A student in grades 9-12 who is enrolled in a sequential course of study, which develops occupational knowledge, skills, and competencies relating to a CTE program of study. The student must have a 4-year plan of study to take 2 or more CTE courses for 3 or more credits

3 Participant In Tech Prep Program A student in grades 9-12 who follows a state approved Tech Prep high school plan of study leading to postsecondary education and training. The student must have a 4-year secondary plan of study that includes a CTE coherent sequence of courses of 2 or more CTE courses for 3 or more credits. The plan must provide at least one option for articulated and/or concurrent credit at the postsecondary level

Note: Code 3 will remain in place for the 2015-2016 school year and then be removed for the 2016-2017 school year.

New edits are in place for the 2015-2016 school year that restrict certain students from being reported with CTE

code 3.

*Retrieved from the Texas Education Agency on 2/13/2015


Appendix C

Table 1. Student Enrollment by CTE Codes, 2013–2014 and 2014–2015

2009–2010 2010–2011 2011–2012 2012–2013 2013–2014 2014–2015

Total HISD Student

Enrollment (6th – 12th)

87,576 87,826 87,244 87,418

90,630 92,355

CTE Student Enrollment

Number of CTE

Students Coded 1

19,809 16,246 16,842 14,337 14,268 13,232

Number of CTE

Students Coded 2

12,542 13,709 12,283 14,858 17,843 20,856

Number of CTE

Students Coded 3

1,283 1,943 3,830 2,676 894 49

Total Number of CTE

Students

33,634

31,898 32,955 31,871

33,005 34,137

Note: Data retrieved from TEA PEIMS, September 2014 and February 2015


Table 2. District and CTE (Codes 1, 2, and 3) Course Enrollment by Student Groups*, 2013-2014 and 2014-2015

Academic Year

2013–2014 2014–2015

Subgroup N % N %

Total HISD 6th through 12th Grade Student Enrollment

90,630 100 92,355 100

Gender

Female 44,403 49.0 45,348 49.1

Male 46,227 51.0 47,007 50.9

Ethnicity

American Indian 212 <1.0 208 <1.0

Asian/Pacific Islander 3,369 3.7 3,470 3.7

African-American 23,685 26.1 23,541 25.5

Hispanic 54,209 59.8 55,616 60.2

White 8,454 9.3 8,803 9.5

Two or More 701 <1.0 717 <1.0

Economically Disadvantaged

68,791 75.9 65,586 71.0

At Risk 51,937 57.3 59,516 64.4

Special Education 8,750 9.7 8,521 9.2

Limited English Proficiency

12,564 13.9 13,790 14.9

Gifted & Talented (G/T) 14,381 15.9 14,569 15.8

Total CTE Student Enrollment

33,005 100 34137 100

Gender

Female 16,193 49.1 16,742 49.0

Male 16,812 50.9 17,395 51.0

Ethnicity

American Indian 81 <1.0 70 <1

Asian/Pacific Islander 1,054 3.2 1,151 3.5

African-American 9,285 28.1 9,665 28.3

Hispanic 20,304 61.5 20,866 61.1

White 2,112 6.4 2,183 6.4

Two or More† 169 <1.0 212 <1

Economically Disadvantaged

25,278 76.6 24,568 72.0

At Risk 19,802 60.0 23,848 69.9

Special Education 2,735 8.3 2,583 7.6

Limited English Proficiency

5,188 15.7 3,640 10.7

Gifted & Talented (G/T) 5,024 15.2 5,259 15.4


Table 3a. Percent Met Satisfactory Phase-in 1 and Advanced Standards by

STAAR EOC Subject and CTE Status, Spring 2015

N % Satisfactory % Advanced

CTE (Codes 2 & 3)

Algebra I 4518 70.4 9.1

Biology 5514 87.5 14.2

English I 6699 54.3 6.3

English II 6581 56.3 3.5

US History 4519 88.6 20.5

Non-CTE (Codes 0 & 1)

Algebra I 6011 62.9 8.2

Biology 6976 82.1 13.7

English I 8843 47.1 7.0

English II 7058 50.3 5.1

US History 5896 83.9 24.1

Table 3b. Percent Met Satisfactory Phase-in 1 and Advanced Standards by

STAAR EOC Subject and CTE Status, Spring 2014

N % Satisfactory % Advanced

CTE (Codes 2 & 3)

Algebra I 3591 75.9 8.5

Biology 4491 88.4 10.5

English I 5804 59.4 6.3

English II 5498 62.3 4.3

US History 4542 93.9 15.0

Non-CTE (Codes 0 & 1)

Algebra I 6686 64.9 5.7

Biology 5219 83.2 8.8

English I 6108 48.5 4.5

English II 4233 52.5 4.6

US History 2594 87.4 14.6


Table 4. Percent of CTE Graduates by Diploma Type, Spring 2013 and Spring 2014

Type of Diploma 2013 2014

N % N %

CTE Code 2 and 3

Completion of Individualized Education Plan

22 0.6 66 16.5

Regular/Minimum1

501 14.4 601 29.9

Recommended 2770 79.7 3206 80.3

Distinguished

Achievement

204 5.9 182 4.6

Transitional2 3 <1

Total 3474 100.0 5345 100.0

HISD

Completion of Individualized Education Plan

349 3.7 375 4.0

Regular/Minimum1

1705 5.6 1392 14.9

Recommended 6796 71.6 6798 72.8

Distinguished

Achievement

637 6.7 755 8.1

Transitional2 17 <1

Total 9487 100.0 9337 100.0 1. Students who completed received special education services graduate in a minimum high school program

under TAC Chapter 74 with curriculum content modifications through the student’s individualized education program (IEP).

2. Transitional students are students who are completing the fourth/final year of high school during the 2013-2014 school year and chose to earn a Foundation High School Program diploma. These students will graduate under TAC Chapter 74.

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